| We, at our young age, should be treated by our | | | | Some parents tend to think that valuing and promoting |
| parents, as well as people around, not as if we're little | | | | emotional literacy is a 'soft option'. They feel that the |
| kids, but adults who have their own point of view and | | | | values behind the teaching might be more lenient in the |
| are able to express our feelings and thoughts. In the | | | | way bullies are dealt with. I feel that when you look at |
| same way that we talk about ourselves as being able | | | | the reasons behind bullying you tend to find it is |
| to read and write; being literate, so too, we all have | | | | because the children concerned cannot express their |
| varying degrees of emotional literacy. The degree, to | | | | emotions. They find the easiest way to deal with things |
| which we are emotionally literate, therefore reflects | | | | is to hit out. Basically the bully is emotionally illiterate. |
| the degree to which we are able to recognize, | | | | I would like to examine for this essay a project that |
| understand, handle and appropriately express our | | | | has taken place at the local school where I am |
| emotions. Just like any other type of literacy, some of | | | | employed. We had a problem with bullying in our older |
| us are better at it than others. | | | | classes and worked with 4 Year 6 pupils who had a |
| Schools and parents tend to look at only one part of a | | | | history of quarrelling and victimizing other pupils. Our |
| child's life. When we look at a child's mental and | | | | main aims were to help the pupils deal with their |
| emotional well being we have to look at the whole | | | | feelings, take into consideration the feelings of other |
| picture. One of the main factors here is the child's | | | | people, develop their emotional literacy and learn new |
| quality of life. Services and parents alike often simply | | | | ways of behaving and managing their emotions. The |
| try to meet children's basic needs such as how happy | | | | children were managed by a senior teacher who had |
| they are, what they own etc, but when we are looking | | | | over 20 years experience. She was managed by the |
| at their quality of life we need to do much more than | | | | school SEN co-coordinator and also the head teacher. |
| this. We should be looking at helping them fulfill their full | | | | It is very hard for a pupil, who is not emotionally literate |
| potential.. Whilst we may think our child's quality of life is | | | | to express how they feel so puppets were used for |
| good i.e. they have all of the latest games, trainers, | | | | role play, movement and dance were used for |
| clothes we may actually be lowering this by not giving | | | | enabling them to access feelings in a less threatening |
| them enough independence or taking their views as | | | | way than through talking. Art was also used and the |
| seriously as we should. | | | | pupils were asked to paint or draw how they were |
| During reading I carried out an activity that involved | | | | feeling. Relaxation techniques were also introduced at |
| looking at sources of emotional and mental stress. | | | | the end of each session teaching the children ways of |
| Those I listed that could cause ill-health amongst adults | | | | letting off steam rather than hitting out or shouting. |
| were - stress at work, money worries, bad or broken | | | | Results were not expected immediately but as it was |
| relationships, being a single parent and having the ability | | | | some of the children appeared to be happier and |
| to be able to fit in at work/in your social life. Although | | | | more relaxed fairly quickly. We know, as a school that |
| these were the problems I thought of, they could easily | | | | the project needs to be ongoing. These children and |
| be adapted to the life of my 6 year old daughter but in | | | | many others after them will need support over a |
| a different context. Whilst I try and gloss over a lot of | | | | period of time. |
| the problems I may have so as not to affect her I am | | | | Although schools have an important role to play in the |
| sure she is acutely aware of what is going on. By | | | | development of emotional literacy, the home is the |
| trying to shield her from these worries, I and many | | | | most important source of training for children. Children |
| other parents like me could actually be suppressing | | | | who come from homes where emotional literacy is |
| opportunities for our children to develop ways of | | | | promoted tend to tolerate frustration better, get into |
| dealing with such tensions, thus improving their quality | | | | fewer fights, and have greater academic achievement. |
| of life and helping them to become emotionally literate. | | | | Ways of introducing emotional literacy into the family |
| As I have mentioned briefly above it is not only adults | | | | would be giving people in the family choices, letting |
| who have problems, children have to cope with serious | | | | them be heard and using everyone's strengths (even if |
| adversity as well. How they cope with this adversity | | | | they are the youngest member of the family). |
| can be linked to the way in which they are taught to | | | | Being emotionally literate is not only beneficial as a |
| express their emotions and talk about problems. | | | | way for children to express their emotions. Studies |
| Negative coping strategies include things like ignoring | | | | have been carried out and one of the main reports in |
| the problem, blaming themselves and wishing it away. | | | | this field The Mental Health Foundation Report The Big |
| In this situation the child would be keeping everything in, | | | | Picture. Promoting children and young people's mental |
| taking the strain on themselves and possibly harboring | | | | health (1999) stated that emotionally literate children are |
| any guilt. | | | | less likely to experience mental health problems in the |
| Keeping all of these emotions shut up inside would | | | | long term. The report also stated that emotional |
| obviously affect their emotional and mental health now | | | | literacy is gained from a combination of schools, |
| and in the future. A child who has been taught to talk | | | | parents and wider social networks. The point they are |
| about his/her problems becomes resilient. They know | | | | making is that due to today's environment with children |
| how to express their emotions and deal with the | | | | being frightened of abuse, the fears on our modern |
| problem. Rather than finding all of the negative points | | | | roads and the fact that the extended family is no |
| they tend to look for a 'silver lining' and deal with this in | | | | longer as tight knit as it once was, children are not |
| a way that solves the problem. They manage to grow | | | | used to making and consolidating friendships and |
| up to be happy, healthy and 'together'. | | | | dealing with conflict as they once were. They are not |
| Just like 'traditional' forms of literacy, emotional literacy | | | | used to taking risks or playing team games. They see |
| starts with simple learning of concepts and skills. | | | | the implementation of emotional literacy as a wide |
| Teaching children how to listen to others, how to | | | | scale project. As I mentioned earlier schools would |
| empathies (recognize and understand other people's | | | | have to start looking at the whole child i.e. its health and |
| feelings) and also how to recognize and listen to their | | | | mental health as well as the academic side and mental |
| own is a key factor in the 'teaching' of emotional | | | | health agencies would have to start making provision |
| literacy. Children who are emotionally competent have | | | | to cover the development of initiatives in this area. |
| an increased desire to learn and to achieve, both within | | | | Emotional literacy is an important area in childhood and |
| school and without. They are likely to be passionate | | | | something that should be promoted. Teaching children |
| and curious, self-confident and stable. | | | | emotional literacy along with the 'normal' literacy and |
| In the London Borough of Enfield, primary schools have | | | | numeracy they are taught in the school and home |
| started up 'nurture groups' for any children showing | | | | environment will surely make the likelihood of them |
| signs of emotional and behavioral problems. Nurture | | | | achieving maturity, balance and a higher skill level earlier |
| groups are special classes and provide a structured | | | | in life much greater. In business employees are being |
| and predictable environment. These groups encourage | | | | encouraged to work in ways that require high levels of |
| the children to trust adults and to learn. The staff in the | | | | interpersonal skills. Emotionally literate adults can be |
| nurture groups have backup from the LEA's advisory | | | | more successful in their chosen careers and in their |
| staff and parents are regularly involved in informal | | | | personal lives. |
| sessions and discussions about their child's progress. | | | | Children need to be given practice at dealing with |
| (As you can see from this example there is a wide | | | | adversity and taught how to take it in their stride. They |
| network of support for the pupil/child. They have back | | | | need to be able to deal with the problems that life can |
| up from their teachers who also speak and consult | | | | throw at them and talk about the feelings they have in |
| with their parents, but on a wider scale the school has | | | | an honest and truthful way. In today's modern society |
| back up from the Local Education Authority. | | | | we tend to be slightly over-protective, sometimes |
| Highfield Junior School in Plymouth is a school that has | | | | justifiably so, but our children need to find ways of |
| introduced a new code of discipline to promote | | | | coping with problems and developing ways of dealing |
| positive behavior. Circle time was introduced to try and | | | | with difficult situations, they need to become resilient. |
| build up group rapport, identify as a class, the needs | | | | They cannot do this if they are shielded from |
| and strengths of all members, offer solutions and | | | | problems. By promoting emotional literacy in the home |
| support to an individual when they have a problem | | | | and school environment we will be strengthening the |
| such as bullying and to try and solve any disputes | | | | children of our future and hopefully creating a calmer |
| through group discussions. | | | | and more emotionally literate workforce. |